Transcript Chapter 13 Powerpoints

Chapter 13
Training and
Development
McGraw-Hill/Irwin
Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.
Part 1
Part 2
Part 3
• Introduction to
Human
Resource
management
and the
Environment
• Acquiring
Human
Resources
• Rewarding
Human
Resources
Part 4
• Developing
Human
Resources
Part 5
• LaborManagement
Relations and
Promoting
Safety and
Health
Chapter 13 “Training and Development”
Chapter 14 “Career Planning and Development”
13-2
1.
Define training and learning.
2.
Describe the characteristics of an orientation program.
3.
Explain the role of a performance analysis can play in identifying
employees’ needs for training.
4.
Discuss the differences among development programs targeted for
individuals, for groups, and for the total organization.
5.
Explain the importance of evaluation training and development and
how it can be done effectively in an organization.
6.
Compare the distinct concepts of goal setting, behavior modification,
and team building.
13-3
– orients, directs, and guides
employees to understand the work, the firm,
their colleagues, and the firm’s mission
 Training – helps employees to do their work
better
 Development – prepares individual workers for
the future. Development focuses on learning
and personal development
 Orientation
13-4
Training & development provides employees with
Information
Skills
An understanding of the organization
and its goals
The ability to make positive contributions
in the form of good performance
13-5
Aligns the
employee
with the
firm’s
Is also
used to
Mission
Goals
Culture
Explain the work to be done
Introduce employees to
managers and work groups
13-6
Newness anxiety caused by…
Not knowing
what to expect
Having to cope
with a major life
change
Feeling unsure
about the future
A good orientation program can…
Make the first
few days a
positive
experience
Get workers
adjusted to the
firm’s culture,
structures,
employee mix
Start him/her off
with a positive
attitude
13-7
Similar to Socialization
Established group communicates systematic sets
of expectations for how newcomers should behave
Responses are Both Cognitive and Emotional
Workers receive and try to understand
the cultural messages being sent
If the messages are not understood or
accepted, they invent their own behaviors
13-8
 Clear
messages that are understood
and accepted can
• Reduce anxiety – fear of failure on the job
• Reduce turnover
• Save time
• Develop realistic expectations
13-9
One or more of these
Operating
manager
Union
officials
HRM
department
Forms of orientation
Informal
Formal
13-10
Guidelines
Begin with relevant, immediate information,
then move to general policies
Devote significant time to the human side
Have experienced worker or supervisor
“sponsor” (mentor) the new employee
Gradually introduce new employees to coworkers
Allow new employees time to acclimate
before increasing job demands
13-11
The final phase of orientation is
assigning the new employee to the
job
• Supervisor takes over, continues orientation
Ensure adequate orientation with
feedback system
• Job information form
• Follow-up meeting with orientation group
13-12
Process of Altering Employee Behavior
Should relate to present
job skills and abilities
Should have a current
orientation
Helps employees master
the skills/abilities needed
to be successful
Is an opportunity to
acquire skills, attitudes,
and knowledge
13-13
13-14
Process
used to
determine if,
and what
type of,
training is
necessary
Task analysis: identify the tasks,
knowledge, skill, behaviors that
should be included in training
Person analysis: determine who
needs training and their readiness
for training
Organizational analysis: examine a
firm’s mission, resources, and goals
13-15
Conducted through
Provides profile of
Interviews
What
Surveys
Who
Review of records
When
Observation
Whether
Discussions
13-16
Important Goals of Training
Training validity
Transfer validity
Intra-organizational validity
Inter-organizational validity
Evaluation procedures determine what the
training and development accomplished
13-17
Trainee must be
motivated to learn
Learning must be
reinforced
Trainee must be
able to learn
Training must
provide for
practice of the
material
Material must be
communicated
effectively
Material
presented must
be meaningful
Training must
transfer to the job
13-18
In The Fifth Discipline, Peter Senge described
learning organizations as places where
People continually expand their capacity
to create the results they desire
New and expansive patterns of thinking are nurtured
Collective aspiration is set free
People are continually learning how to learn together
13-19
13-20
The consensus accounting model of the American
Society for Training and Development
Establish a definition of training
Determine all training cost categories
Calculate training costs
Code the costs
Training must make a specific contribution
to the organization’s goals
13-21
13-22

Needs assessment involves analyzing the
• Organization’s needs
• Knowledge, skill, and ability
needed to perform the job
• Person or jobholder’s needs
• Firm’s long- and short-term
objectives
13-23
Ratios
Objectives
Org charts
Typically also
reviewed
Absenteeism
records
Quality of
production
Performance
appraisals
Efficiency
13-24
To determine employee
training needs
Observe
Listen
Talk to supervisors
Examine the problems
employees have
Look for gaps between expected
and actual results
13-25
13-26
Success of the training program also
depends on the trainer, who should
be able to
•
•
•
•
•
Speak well
Write convincingly
Organize the work of others
Be inventive
Inspire others to greater achievements
13-27
Managers
can be
good
trainers
Especially true if technical
skills are involved
Qualified trainers can help
prepare training materials
Provide time for practice
Principles of
learning
Require practice and repetition
Communicate effectively
13-28
On-the-job
training
Role playing
Behavior
modeling
Case method
In-basket
technique
Management
games
Outdoororiented games
13-29
13-30
13-31
Base choice on
• How many managers need to be developed
• Relative costs per manager for each
method
• Availability of development materials
• The instructor’s capabilities
• Employees’ learning efficiency and
motivation
13-32
13-33
On-the-job
management training
is relevant and
immediately
transferable to the job
Widely used
approaches
Coaching and
counseling
Transitory anticipatory
experiences
Transfers and rotation
13-34
Key Points
Answer questions
Explain why things are done the way they are
Manager-trainee is introduced to the proper contacts
Coach/superior and manager/trainee relationships
resemble the buddy system in employee training
Trainee must be allowed to make decisions/mistakes
Committee assignments can be a form of coaching
13-35
Coaching is likely to fail when
• There is inadequate time for
coaching/counseling
• The subordinate isn’t allowed to make mistakes
• A rivalry develops
• Dependency needs of the subordinate are not
recognized or accepted by the superior
Proponents contend that
• Coaching and counseling, coupled with rotation
through jobs and functions, are effective
13-36
Allows a person to perform duties of
the old job while learning duties of
the new one
• Also called assistant understudy, multiple
management, management apprenticeship
In some approaches, the trainee
performs part of the job for the
incumbent
13-37
Trainees rotate
through a series
of jobs
Advocate
arguments
Can include functional and
geographic transfers
Broadens the manager’s
background
Accelerates the promotion
of competent individuals
Introduces more new ideas
into the organization
Increases the effectiveness
of the organization
13-38
Types of Training
Programmed instruction
Most effective when
knowledge is objective
Case method
Improves problemsolving skills
Most Popular Methods
Lecturediscussion,
w/audiovisual
supplement
Programmed
instruction
Computerassisted
instruction
13-39
Advantages
• Allows trainees to learn at their own pace
• Trainees can study areas that need
improvement
• Flexibility
• Learning is more self-initiated and individualized
The Internet offers ways to
• Increase learning
• Link resources
• Share knowledge inside/outside an organization
13-40
E-mail
Bulletin boards
Forums
Conferences
Training
Delivery
Online courses
Newsgroups
13-41
Intranets
Multimedia-based
training (MBT)
Common Formats
Virtual reality (VR)
Distance learning
(just-in-time training)
13-42
Uses behavioral science
knowledge to deal with problems
of change
• A continuous process in effective firms
Should be planned because it
requires
•
•
•
•
Systematic diagnosis
Development of a program
Mobilization of resources
Top-management commitment
13-43
13-44
Attributes of cognitive processes of goal setting
Specificity
Difficulty
Intensity
Organizations must update/strengthen
anti-harassment policies to include
13-45
Key Steps
Diagnosis
Prepare employees for goal setting through interaction,
communication, training, action plans
Emphasize the
attributes of
goals
Conduct reviews
and make
necessary goal
adjustments
Perform final
review to check
the goals set,
modified, and
accomplished
13-46
Why goal setting
leads to better
performance
Social and
motivational
factors increase
Social factor
(group discussion)
Quality of performance
Motivational factor
(involved in goal-setting)
Goal acceptance
Cognitive factor
(sharing information)
Learning the task
Group commitment
Satisfaction
13-47
A Study Examined Race as a Variable
Goal clarity and feedback were related to
performance for African-Americans only
Goal difficulty was related to
performance for whites only
Researchers propose that African-Americans
have higher need for security
13-48
Goal setting is
complex and difficult
to sustain
Encourages
game playing
Works well for simple
jobs, but not for jobs
where goals are not
easily measured
Used as a
control device
to monitor
performance
Goal
achievement
can become an
obsession
13-49
Also called operant conditioning
Individual
learning
through
enforcement
Non-reinforcement or punishment
of unwanted behavior
Systematic reinforcement
of desirable behavior
Extinction
Principles of
operant
conditioning
Punishment
Negative reinforcement
Positive reinforcement
13-50
13-51
13-52
13-53
No real change
underlying behavior
Reinforcements not
independent of
beliefs, values,
mental processes
Can become dependent
on the reinforcer
or extrinsic reinforcers
When reinforcement
no longer available,
the behavior
becomes extinct
13-54
A development process that helps
organization members work better in
groups
• Problem-solving skills
• Communication
• Sensitivity to others
Organizational success requires
cooperation
• Teams of people must work in harmony
• Includes task forces, committees, project teams,
and interdepartmental groups
13-55
Successful Team Building
Participation is
encouraged and
sustained
Improved
communication
& problem
solving within &
between teams
Technique is
tailored to the
needs/problems
of the groups
involved
13-56
Final Phase of Training/Development
Cost-benefit analysis
Total cost = direct costs + indirect costs
Compare Results (benefits) With Objectives
Criteria used depend on the objectives and who sets
the criteria: management, trainers, or trainees
13-57
Criteria for Evaluating Training
Internal
External
Participant
reaction
13-58
Systematic evaluation matrix can be
used to review relevant issues or questions
Design and
data collection
require
following
scientific
method
Simply asking
participants if
they like the
program is not
scientific
Most pressing
question is
whether
learning
transfers to
the job
13-59
13-60
Management must hold those who train and
develop employees accountable
Efficient use
of people,
dollars, and
facilities
Possible if
evaluation
phase is
completed &
sound
research used
Not easy, but
necessary
and often
glossed-over
Formal training/development is more effective than
informal training, or no training at all
13-61
1.
Define training and learning.
2.
Describe the characteristics of an orientation program.
3.
Explain the role of a performance analysis can play in identifying
employees’ needs for training.
4.
Discuss the differences among development programs targeted for
individuals, for groups, and for the total organization.
5.
Explain the importance of evaluation training and development and
how it can be done effectively in an organization.
6.
Compare the distinct concepts of goal setting, behavior modification,
and team building.
13-62